The writing process has undergone significant changes over time, evolving from a rigid, product-focused approach to a more dynamic, process-oriented method. This evolution reflects broader shifts in educational
practices and theories about how writing should be taught and understood. By examining the historical development of the writing process, we can gain insight into how these changes have shaped modern writing instruction.
Early Approaches to Writing
In the early days of writing instruction, the focus was primarily on the final product. Students were often taught to adhere to strict formats, such as the five-paragraph essay, which emphasized structure over creativity. This approach, known as formalism, was prevalent in educational settings and was characterized by a rigid adherence to established modes of writing. The emphasis was on producing a polished final product, with little attention given to the process of writing itself.
However, as educational theories evolved, so too did the approach to teaching writing. The introduction of the GI Bill after World War II led to increased college enrollment, prompting educators to reconsider their methods. Writing instructors began to experiment with group work and peer review, allowing students to engage more actively in the writing process. This shift marked the beginning of a new era in writing instruction, one that emphasized the importance of the writing process itself.
The Rise of Process Theory
The process theory of composition emerged as a response to the limitations of formalism. Pioneered by scholars like Janet Emig, Peter Elbow, and Donald Murray, this approach emphasized writing as a process rather than a product. Emig's research highlighted the complexity of the writing process, which Murray later simplified into three basic steps: prewriting, writing, and rewriting. This new focus on the process allowed students to explore their own interests, language, and voice, fostering a more personalized approach to writing.
Classroom activities began to reflect this shift, with an emphasis on peer work, brainstorming, and editing. Students were encouraged to take ownership of their writing, exploring what resonated with their audience and what did not. This approach not only improved students' writing skills but also helped them develop critical thinking and self-reflection.
Contemporary Writing Instruction
Today, many of the principles of process theory continue to influence writing instruction. Teachers use a variety of methods to engage students in the writing process, from prewriting activities like brainstorming and freewriting to drafting and revising. Portfolio-based assessments have become common, allowing students to demonstrate their growth over time.
Despite its success, process theory has faced criticism. Some argue that it is too rules-oriented, similar to the formalism it sought to replace. Others contend that it fails to address issues of race, class, and gender, focusing too narrowly on the writer's experience. Nonetheless, the evolution of the writing process has had a lasting impact on how writing is taught and understood, emphasizing the importance of the journey as much as the destination.
